Results 11 to 20 of about 879,121 (191)

The journey back to normality: Support systems and posttrauma needs following exposure to single-incident trauma among children and adolescents. [PDF]

J Trauma Stress, 2023
Abstract Social support has been linked to posttrauma adjustment in children and adolescents, but the components of good support remain poorly defined. We conducted qualitative interviews with 30 youths aged 7–16 years after being admitted to a hospital following a single‐incident trauma, predominantly injury or illness. The aim was to identify youths’
Haag K, Hiller R, McGuire R, Lyttle M, Halligan SL.   +4 more
europepmc   +2 more sources

Adapting the task‐based methodology for learners with intellectual disabilities: Five key facets for consideration

International Journal of Applied Linguistics, Volume 32, Issue 3, Page 459-475, November 2022., 2022
Abstract Conceived within an input–output metaphor of language processing, many traditional assumptions regarding the task‐based language teaching (TBLT) approach are finding the teaching of English to learners with special education needs (SENs) difficult.
Hang Chan
wiley   +1 more source

Development of originality under inbreeding: A case of life science labs in Japan

Higher Education Quarterly, Volume 76, Issue 1, Page 63-75, January 2022., 2022
Abstract Producing original knowledge is the foundation of scientific progress. Originality is associated with certain skills and practices that can be trained and socialised. This study investigates how inbreeding as a career practice influences the socialisation of originality.
Sotaro Shibayama
wiley   +1 more source

Training future generations to deliver evidence‐based conservation and ecosystem management

Ecological Solutions and Evidence, Volume 2, Issue 1, January–March 2021., 2021
To be effective, the next generation of conservation practitioners and managers need to be critical thinkers and understand how to make evidence‐based decisions. As educators, we should make these a core part of what we teach to prepare our students to make an effective contribution to conservation practice.
Harriet Downey, Tatsuya Amano, Marc Cadotte, Carly N. Cook, Steven J. Cooke, Neal R. Haddaway, Julia P. G. Jones, Nick Littlewood, Jessica C. Walsh, Mark I. Abrahams, Gilbert Adum, Munemitsu Akasaka, Jose A. Alves, Rachael E. Antwis, Eduardo C. Arellano, Jan Axmacher, Holly Barclay, Lesley Batty, Ana Benítez‐López, Joseph R. Bennett, Maureen J. Berg, Sandro Bertolino, Duan Biggs, Friederike C. Bolam, Tim Bray, Barry W. Brook, Joseph W. Bull, Zuzana Burivalova, Mar Cabeza, Alienor L. M. Chauvenet, Alec P. Christie, Lorna Cole, Alison J. Cotton, Sam Cotton, Sara A. O. Cousins, Dylan Craven, Will Cresswell, Jeremy J. Cusack, Sarah E. Dalrymple, Zoe G. Davies, Anita Diaz, Jennifer A. Dodd, Adam Felton, Erica Fleishman, Charlie J. Gardner, Ruth Garside, Arash Ghoddousi, James J. Gilroy, David A. Gill, Jennifer A. Gill, Louise Glew, Matthew J. Grainger, Amelia A. Grass, Stephanie Greshon, Jamie Gundry, Tom Hart, Charlotte R. Hopkins, Caroline Howe, Arlyne Johnson, Kelly W. Jones, Neil R. Jordan, Taku Kadoya, Daphne Kerhoas, Julia Koricheva, Tien Ming Lee, Szabolcs Lengyel, Stuart W. Livingstone, Ashley Lyons, Gráinne McCabe, Jonathan Millett, Chloë Montes Strevens, Adam Moolna, Hannah L. Mossman, Nibedita Mukherjee, Andrés Muñoz‐Sáez, Nuno Negrões, Olivia Norfolk, Takeshi Osawa, Sarah Papworth, Kirsty J. Park, Jérôme Pellet, Andrea D. Phillott, Joshua M. Plotnik, Dolly Priatna, Alejandra G. Ramos, Nicola Randall, Rob M. Richards, Euan G. Ritchie, David L. Roberts, Ricardo Rocha, Jon Paul Rodríguez, Roy Sanderson, Takehiro Sasaki, Sini Savilaakso, Carl Sayer, Cagan Sekercioglu, Masayuki Senzaki, Grania Smith, Robert J. Smith, Masashi Soga, Carl D. Soulsbury, Mark D. Steer, Gavin Stewart, E. F. Strange, Andrew J. Suggitt, Ralph R. J. Thompson, Stewart Thompson, Ian Thornhill, R. J. Trevelyan, Hope O. Usieta, Oscar Venter, Amanda D. Webber, Rachel L. White, Mark J. Whittingham, Andrew Wilby, Richard W. Yarnell, Veronica Zamora‐Gutierrez, William J. Sutherland   +117 more
wiley   +1 more source

九年一貫課程發展的歷史反思 Historical Reflections on Grade 1-9 Curriculum Development

Journal of Curriculum Studies, 2017
就臺灣課程史而言，1990年代開啟的九年一貫課程改革是重要的歷史事件，對臺灣課程研究與課程實務皆產生重大影響，本研究之目的即在從課程史的角度，說明九年一貫課程發展後所產生的歷史轉折。本研究主要從課程利益團體的公開競逐，從教科書發展到課程發展，改善課程研究的非歷史化現象等層面，探討後九年一貫課程發展的歷史轉折。 As far as Taiwan curriculum history is concerned, the Grade 1-9 Curriculum reform, which was ...
鍾鴻銘 Horng-Ming Jong
doaj   +1 more source

《開啟性別觀點的課程史》書評 Book Review：Engendering Curriculum History

Journal of Curriculum Studies, 2012
課程作為一個競技場域，所建構出的課程史圍繞在「何種知識最有價值」的焦 點上；就像敘說著輸贏、勝敗、優劣的文本，掀起課程史中「掙扎」的特性。不過論及認識論中關於認知主體、過程或方式此等哲學思維之際，課程史卻又顯露出一種獨特的穩定性，再製平滑的敘事，使我們陷入一種確定、進步及絕對真理的意識狀態。身為課程研究者，不禁要問：「這是誰的課程史？」 《開啟性別觀點的課程史》（Engendering Curriculum History）一書，應屬於對抗主流課程史敘事的成果，對於課程史研究另闢途徑 ...
劉修豪Hsiu-Hao Liu
doaj   +1 more source

從懸缺課程的觀點探討師資培育課程的革新 The Study of Teacher Education Curriculum Reform from the Perspective of Null Curriculum

Journal of Curriculum Studies, 2016
回顧臺灣師資培育課程的歷史，在不同時期總會產生特定的懸缺課程。這些懸缺課程所蘊含的政治、社會和文化意涵，以及其對師資培育課程革新的啟示，值得加以探討。基於此，本研究乃以「懸缺課程」作為理論工具，一方面，藉此理解美國師資培育課程改革史中曾經存在的懸缺課程；另一方面，則對臺灣師資培育課程革新進行反思。為達上述研究目的，本研究分為四部分進行探討：首先，探討懸缺課程的概念內涵；其次，借鑑美國師資培育課程改革史，對懸缺課程的歷史意涵進行分析；接下來，經由美國經驗與臺灣現況的對話 ...
楊智穎 Jyh-Yiing Yang
doaj   +1 more source

在英語教學法課學習設計和教授差異化教學 Learning to Plan and Teach Differentiated Instruction in a TESOL Methods Course

Shizi Peiyu Yu Jiaoshi Zhuanye Fazhan Qikan, 2015
本個案研究探討差異化課程融入臺灣語言師資培育課程英語教學法課程內，分析四十六位大學生教案設計和在小學的課程實踐。研究參與者建構差異化課程經歷四個階段，從對差異化課程完全沒有概念到能夠在小學英語課程內實施層級學習單。研究結論認為：差異化課程知識的重要性以及授課者在小學學生進行差異化教學的演 示，應該融入語言師資培育課程中。 This case study discusses the integration of differentiated instruction into a TESOL ...
簡靜雯 Chin-Wen Chien
doaj   +1 more source

Navigating Ideological Tensions: Pre‐Service Teachers’ Beliefs and Practices of Translanguaging in ESL Classrooms

International Journal of Applied Linguistics, EarlyView.
ABSTRACT This study examines how pre‐service teachers (PSTs) in Hong Kong developed beliefs about translanguaging and how they enacted and negotiated these beliefs during teaching practicums in English‐as‐a‐second‐language (ESL) classrooms. Drawing on reflective diaries and follow‐up interviews with nine PSTs, the study found that PSTs’ beliefs were ...
Hanyun (Icey) Wu
wiley   +1 more source

國小低年級跨領域素養導向美感教學之課程實踐 —以身高樹為例

師資培育與教師專業發展期刊
本研究在探究國小低年級跨領域素養導向美感課程「身高樹」之實施歷程、困境、解決策略及實施成效。研究者以翰林版國小二級國語教材結合自編美感課程教材做為跨領域美感課程，以TSING國小2年級學生為對象，進行為期6個月的課程實踐，將課程設計理念及實踐經驗視為作品（works of art），辨析其美感性質。透過學生學習檔案、課程觀察紀錄、回饋單、省思札記、跨領域美感教學課程檢核表等，取得質性研究資料，進行分析與討論。本研究主要發現如下：一、以跨域統整架構情境化的課程，透過滾動式修正，可發展素養導向美感課程。二 ...
高月蓮 高月蓮, 鄭淵全 鄭淵全
semanticscholar   +1 more source